Text in English / Since its inception in 1833 the Evangelical Presbyterian Church in South Africa has been a missionary church and has always had its own missionary work. It started to organise the Christianization, Evangelization and Westernization endeavours to take place inside the territories of South Africa. The Evangelical Presbyterian Church Missionaries founded, financed, maintained, controlled and administered their educational endeavours without any moral or financial support from the Government. The main purpose of the Evangelical Presbyterian Church Missionaries in founding and supporting schools has been to use education as an auxiliary to the evangelization of the indigenous people of South Africa. Elementary schools served as instruments of direct evangelization rather than secular education. Pupils were taught the 3 R's, namely, reading, writing and arithmetic. Education was a useful tool that enabled the converts to read the Bible and other religious material on their own and preferably in their own language. Converts who demonstrated the ability to read, write and do simple arithmetic were trained to become missionaries' helpers. As these earliest converts became proficient and competent, they were posted out into the interior with the instructions to start new church centres and schools. Although the teaching which took place inside these schools was not of high quality, it was definitely better than nothing. The Evangelical Presbyterian Church Missionaries together with missionaries of other denominations provided virtually all the education which was available for the Blacks in South Africa. Through missionary endeavours the South African Government have realized that Western education and civilization has been important forces which helped the indigenous people to advance individually and collectively in the social, political and economic fields. Western technology and culture successfully won the indigenous people of South Africa to Western civilization. The acceptance of Christianity and the introduction of the White man's rule in the interior of South Africa effectively stopped the inter-tribal wars. The missionaries have made a noteworthy contribution to the education of the indigenous people of South Africa. They empowered the Blacks to play a worthy part side by side with members of other races (Whites, Coloureds and Indians) in the development of the country they shared. / Educational Studies / D.Ed. (History of Education)

Maria Montessori's work was initiated in 1898 as a result of her becoming acutely aware of deficient children's learning patterns, while working at the Psychiatric clinic of the University of Rome. The principles which dominate the system, however, did not ·'"spring in full panoply from Montessori. Indeed, her inspiration came largely from early and mid-nineteenth century writings of two French physicians, Itard and Seguin, who were Also involved in the teaching of deficient children. Extending on the ideas of these two educator-physicians, as well as the ideas of Froebe!, Montessori innovatively brought the child's senses into contact with carefully selected didactic apparatus in a carefully structured and ordered environment. According to Montessori, the liberty of the child is a prerequisite for self-education and forms the first major pillar of her didactic theory, and thus becomes the focus of the first chapter dealing with her didactic approach (chapter three) • Montessori believed that the function of education was to assist growth and if the individual child was given the liberty of movement within a prepared environment, a sense of competence would be achieved and the learning of the child would come about almost spontaneously. The principles of individuality and the training of the senses comprise the other two pillars, and form the basis for chapter four and five respectively. The principle of individuality is rooted in the belief that each child has a uniqueness which cannot be ignored without irretrievable damage to his personality. The current educational situation in South Africa, reveals a diversity of educational problems as a result of different ethnic and cultural groups all being thrust into a common educational system. The insidious pressures of conformity to a single standard of education must of necessity lead to a compromise of '"standards. The exposure of educational deficiencies inherent in such a move is characterised by learning impediments and deficiencies in the educational scenario. Research has therefore been undertaken in an attempt to extract those aspects that could provide meaningful pedagogic assistance to meet a present educational need. / Educational Studies / D. Ed. (History of Education)

No description available.

L’effondrement du communisme en 1991 en Russie a conduit à la révision des manuels scolaires d’histoire en Russie et dans les anciennes républiques de l’URSS. Ce travail propose d’évaluer l’histoire récente post-communiste enseignée dans les classes supérieures du secondaire dans trois pays post-communistes. Nous allons s’attarder sur la présentation des divers périodes historiques de l’histoire Soviétique dans les manuels scolaires d’histoire en Russie, Ukraine et Estonie. Ce travail tente également d’examiner les diverses approches dans l’enseignement d’histoire dans ces trois pays, ainsi que de répondre à la question comment les nouveaux manuels redéfinissent la perception de la culture et d’histoire des élèves dans chaque pays. / Our work will examine the crucial rupture between Soviet and Russian history from 1985 (1991 in some cases) through 2010, during which rival political leaders of Ukraine, Estonia and Russia had an opportunity to develop and attempt to impose their visions of their respective national identities and their history. The main goal of this study is to provide a new understanding of the connection between history, ideology, and development of national consciousness. The focus of the previous research in this domain concentrated on each studied country in particular. Mainstream historiography left unnoticed particularities in the development of new political discourse in the peripheral states that emerged from the collapse of the Soviet Union. The proposed study project will examine the consequences of the dissolution of the USSR on the socio-political situation in Eastern Europe. It should shed light on the effects the collapse of the Soviet Union had on the intensification of ethnic, nationalist and religious discourse in several former socialist republics. We conducted a comparative study of recent history textbooks in several countries of Eastern Europe (in Russia, Ukraine and Estonia) and analyzed the new content of post-Soviet history textbooks used in Eastern European Secondary schools. Each of these countries followed a distinct path; therefore we aimed to reveal their particular search for a new national identity and citizenship during the transitional period. / В рамках данной работы мы изучили преподавание истории в школах трех постсоветских государств: России, Украины и Эстонии. Было также уделено внимание восприятию истории ХХ века населением этих стран. Были собраны, частично переведены с национальных языков и проанализированы около 50 школьных учебников истории для старших классов из России, Украины и Эстонии. Изученные учебники являются наиболее массовыми и иногда даже единственными в своем роде в школах этих государств. Анализ школьных учебников истории, приведенный в этой работе, показывает, что в отличие от России, Украина и Эстония пошли по пути преподавания подрастающему поколению националистической трактовки истории, основанной на мифах о древности своего народа, о высокой культурной миссии предков и о «заклятом враге». Россия, в свою очередь, сделала ставку на патриотическое воспитание нового поколения, умалчивая неприятные эпизоды из прошлого и прелагая новый, «позитивный» подход к изучению истории. Эта работа ставит цель не только проанализировать сложившуюся ситуацию в школьном образовании в Восточной Европе после распада Советского Союза, но и оценить роль преподавания истории в создании особенной, уникальной и, зачастую, националистической идеологии.

Summaries in Afrikaans and English / In hierdie studie word die ontstaan en ontwikkeling van demokrasie in die opvoeding in tydperspektief, naamlik aan die hand van 'n tiental opvoedkundiges se opvoedingsidees en onderwyspraktyke vanuit 'n histories-opvoedkundige perspektief ondersoek. Die nuwe uitkomstegebaseerde onderwys- en leerbenadering in Suid-Afrika word ook ondersoek. Die opvoedkundiges is onder meer: • Plato (427-347 vC) • Marcus Fabius Quintilianus (35-100 nC) • Aurelius Augustinus (354-430 nC) • Desiderius Erasmus (1466-1536 nC) • Johan Amos Comenius (1592-1670) • John Locke (1632-1704) • Jean Jacques Rousseau (1712-1778) • Maria Montessori ( 1870-1952) • John Dewey (1859-1952) • Paulo Freire (1921-1997) Daar is bevind dat die demokrasie van die vroegste tye af (sedert die antieke Grieke) tot in ons huidige eeu in die opvoeding en onderwys aangespreek, gevestig en uitgebou is. Ten slotte word die uitsprake en praktyke van die vermelde opvoedkundiges en 'n uitkomstegebaseerde onderwys- en leerbenadering in Suid-Afrika beoordeel in terme van demokratiese wesenskenmerke en aanbevelings met betrekking tot die kontemporere en toekomstige opvoeding en onderwys in Suid-Afrika word gemaak. / In this study the origin and development of democracy in education through the ages is traced in terms of a historico-educational examination of the ideas and practices of about ten educationists. The new outcomes-based education and learning approach in South Africa is also examined. The educationists are inter alia: • Plato (427-347 BC) • Marcus Fabius Quintilian (35-100 AD) • Aurelius Augustine (354-430 AD) • Desiderius Erasmus (1466-1536 AD) • John Amos Comenius (1592-1670) • John Locke (1632-1704) • Jean Jacques Rousseau (1712-1778) • Maria Montessori (1870-1952) • John Dewey (1859-1952) • Paulo Freire (1921-1997) It was found that democracy in educational theory and practice was addressed, established and developed since ancient times (the ancient Greeks) right up to the present. Finally, the educational philosophy and practices of these educationists as well as the outcomes-based educational approach in South Africa are examined in terms of their essential democratic features and recommendations are made regarding the present education system in South Africa. / Educational Studies / M. Ed. (Historiese Opvoedkunde)

(in English): This work deals with women teachers' unions in the period of 1918 - 1939. It monitors the development of women's education in connection with their employment assertion and with their participation in the union life. The first professional associations which were founded by women were teaching guilds. The paper presents an overview of women's associations and follows basic areas of their activities. It focused especially on putting women's equality given by the Constitution into the reality, improving social and economic status of female teachers and their participation in the reform movement. The Federation of teachers of vocational schools for women's occupations is introduced in detail to give the specific idea about the activities of women's teacher unions. These schools, so called family schools are also more closely characterised in their work. Follows a basic overview of the effects of the Union during this period and a description of its organization. The following chapters show in detail the activities of this association in areas which were the subject of the greatest interest. The union is shown as a feminist organization, fighting for the interests of teachers and women in general and women defending the interests of secondary education. The conclusion focuses on the...

Submitted by Filipe dos Santos (fsantos@pucsp.br) on 2018-06-04T12:32:44Z No. of bitstreams: 1 Angélica Riello de Souza.pdf: 1813366 bytes, checksum: fb9e95b8d037f6b8684ce633d22947da (MD5) / Made available in DSpace on 2018-06-04T12:32:44Z (GMT). No. of bitstreams: 1 Angélica Riello de Souza.pdf: 1813366 bytes, checksum: fb9e95b8d037f6b8684ce633d22947da (MD5) Previous issue date: 2018-02-27 / Conselho Nacional de Pesquisa e Desenvolvimento Científico e Tecnológico - CNPq / This researching studies the performance of Paulo Freire as Secretary of Education of the Municipality at São Paulo, between 1989 and 1991, in the management of the mayor of the party “Partido dos Trabalhadores”, Luíza Erundina. It investigates the experience of Paulo Freire and what he represented in his career as an intellectual of education, as well as the possible motivations for his withdrawal. For that, the broader concept of the organic intellectual as actor of the politician, found in Gramsci's (2001) considerations and the concept of experience proposed by E. P. Thompson (1981), was considered. In its course at the Municipal Department of Education, there are evidences of internal tensions in the municipal administration and next to the party “Partido dos Trabalhadores”. The methodology of analysis of the trajectory, generation and network of sociability is present in the studies of Sirinelli (2003). The tensions are associated with the clashes around the construction of his memory as an intellectual of education and the criticisms and praises that his works have aroused, reaching the memory consecrated and defended by a cohesive group of Freireans and critics, according to the considerations of Pollack (1992). Through the analysis of documents of the Municipal Secretariat of Education in the period and publications of the magazine “Teoria e Debate” of the Perseus Abramo Foundation, between 1988 and 1992, the main guidelines and changes in municipal education management, besides the conflicting elements and of dispute in the party and in the secretariat. The results show advances in a popular public education system with democratic aspirations and also show varying relationships of resistance / Este trabalho estuda a atuação de Paulo Freire como secretário da educação do município de São Paulo, entre período entre 1989 e 1991, na gestão da prefeita do Partido dos Trabalhadores, Luíza Erundina. Investiga-se a experiência de Paulo Freire e oque ela representou em seu percurso como intelectual da educação, assim como aspossíveis motivações de sua desistência. Para tanto, considerou-se o conceito mais ampliado de intelectual orgânico como ator do político, encontrado nas considerações de Gramsci (2001) e o conceito de experiência proposto por E. P. Thompson (1981). No seu percurso na Secretaria Municipal de Educação, notam-se evidências de tensões internas na administração municipal e junto ao Partido dos Trabalhadores. A metodologia de análise da trajetória, da geração e rede de sociabilidade está presente nos estudos de Sirinelli (2003). As tensões estão associadas aos embates em torno da construção da sua memória como intelectual da educação e das críticas e elogios que suas obras suscitaram, alcançando a memória consagrada e defendida por um grupo coeso de freireanos e críticos, de acordo com as considerações de Pollack (1992). Por meio da análise de documentos da Secretaria Municipal de Educação do período e publicações da revista Teoria e Debate da fundação Perseu Abramo, entre 1988 e 1992, busca-se revelar as principais pautas e mudanças na gestão da educação municipal, além dos elementos conflitivos e de disputa no partido e na secretaria. Para proceder na análise dos documentos utilizou-se a Análise do Discurso que toma a conceituação de discurso e enunciados responsivos de Backtin (2010). Os resultados alcançados revelam avanços de um sistema de educação pública popular, com aspirações democráticas e também mostram variadas relações de resistência

吳昶興. / 論文(哲學博士)--香港中文大學, 2001. / 參考文獻 (p. 191-245) / 中英文摘要. / Available also through the Internet via Dissertations & theses @ Chinese University of Hong Kong. / Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Electronic reproduction. Ann Arbor, MI : ProQuest Information and Learning Company, [200-] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Mode of access: World Wide Web. / Wu Changxing. / Lun wen (Zhe xue bo shi)--Xianggang Zhong wen da xue, 2001. / Can kao wen xian (p. 191-245) / Zhong Ying wen zhai yao.

許慶豫. / 論文(哲學博士)--香港中文大學, 2001. / 參考文獻 (p. 346-364) / 中英文摘要. / Available also through the Internet via Dissertations & theses @ Chinese University of Hong Kong. / Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Mode of access: World Wide Web. / Xu Qingyu. / Lun wen (Zhe xue bo shi)--Xianggang Zhong wen da xue, 2001. / Can kao wen xian (p. 346-364) / Zhong Ying wen zhai yao.

Made available in DSpace on 2016-04-27T14:32:14Z (GMT). No. of bitstreams: 1 Adriana Carvalho dos Santos.pdf: 459253 bytes, checksum: 6f3ddde3048dace5131447f87cb6fed0 (MD5) Previous issue date: 2008-05-21 / The objective of this work was to study the features of professors interested in participating in Distance Education (DE) courses. The research was carried out as part of a training process to prepare these professors to develop didactic material and to function as tutors in DE courses. A group of 18 (eighteen) professors of several knowledge areas was involved in this process. They were part of the academic staff of Centro Universitário da Fundação Educacional Guaxupé UNIFEG. The purpose of the study was to evaluate these professors relation with technology, either because they knew about it as part of their undergraduate training or they are using it in their actual practice, and how they act when facing with the challenge of working with DE activities. The use of technologies, especially computers, is always a challenge in the educational field. Many times the theories prevail in the training process. When faced with the need to use technology in the school environment, professors who have not attended training courses related to the use of technology, almost always feel the need to acquire these theoretical concepts. With the growth of DE, it is unavoidable that these professors will have to appropriate these DE concepts and practices. This work describes the phases of the training process that was carried out, which was based on theories related to DE. Several important abilities were required of these professors who did not always identify with these skills. Thus, the work has contributed to identifying several expectations, doubts and difficulties presented by the professors during the training process. The results show that it was possible to identify some features related to the professors performance, although it was not possible to trace precisely their profile. The group of professors was very heterogeneous with respect to: basic computer knowledge, capacity to use technologies in education, creativity, beliefs, commitment and interest. Thus, this complexity of variables (features) made it impossible to trace the professors profile while engaged in DE practices / Esse trabalho teve por objetivo investigar as características dos professores interessados em atuar na Educação a Distância (EAD). A investigação aconteceu como parte da capacitação profissional para o desenvolvimento de material didático para EAD e tutoria, com um grupo de 18 (dezoito) professores de diversas áreas de atuação. Os sujeitos da pesquisa compõem o quadro docente do Centro Universitário da Fundação Educacional Guaxupé UNIFEG. A intenção foi investigar qual a relação que esses professores possuem com a tecnologia, seja por sua formação inicial (graduação) ou pela capacidade de uso dessas tecnologias, e como se apresentam diante do desafio de se capacitarem para atuar na EAD. O uso das tecnologias, aqui, em especial o computador, sempre se apresenta como um desafio no contexto educacional. Muitas vezes a teorização de conceitos prevalece em capacitações de professores para o uso do computador. Quase sempre, o professor que não cursou nenhuma disciplina relacionada às tecnologias e se depara com a necessidade de utilizá-las no ambiente escolar, sente-se desafiado a apropriar-se desses conceitos. Com o crescimento da EAD na área educacional, torna-se inevitável a necessidade de apropriar-se de conceitos e práticas que envolvem a EAD. Esse trabalho descreve as etapas da capacitação realizada, que está embasada em conceitos teóricos sobre EAD. Várias habilidades necessárias são exigidas desse profissional que nem sempre se identifica com elas. Nesse sentido, o trabalho contribuiu com o levantamento de várias expectativas, dúvidas e dificuldades apresentadas pelos professores, durante a capacitação. O resultado da pesquisa mostra que foi possível, detectar algumas características quanto à atuação dos professores, embora não tenha sido possível delinear com maior exatidão o perfil desses. O grupo de professores se apresentou de forma heterogênea em relação à: conhecimentos básicos de informática, práticas docentes que envolvem o uso das tecnologias, criatividade, crenças, comprometimento e interesse. Assim, essa complexidade de variáveis (características) não permitiu traçar o perfil do professor que se envolve com as práticas de EAD